The impact of gender differences on classroom practices and learning outcomes is well established in the literature. In texting studies, those differences were found in the number and length of text messages sent and the frequency and variety of emoticons used (e.g., Baron & Campbell, 2010; Ellis, Daniels, & Jauregui, 2010; Ogletree, Fancher, & Gill, 2014; Tossell et al., 2012). However, I am not aware of any empirical research, in high school settings, that investigated and found correlations between gender differences in texting and students’ literacy skills and/or overall academic performance.
Any leads would be much appreciated!
http://www.sciencedirect.com/science/article/pii/S0747563213003993
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350.
If found this article. Although the participants are undergraduate students, gender differences in texting and the relationship to academic performance (GPA) are investigated.
'In all, there were no significant interactions between CPUse and sex or texting and sex on the main variables of interest (i.e., GPA, anxiety, and SWL).'
'high frequency cell phone users tended to have lower GPA'
Hope this helps!
Thank you Dr. Huang. I've read several interesting studies on mobiles and teens by the authors, especially Naomi Baron. Unfortunately, your referred article, which seems right on the subject, is not available for download. I will request it through WSU.
Again, much appreciate your reply!
Thank you so much Davita for this reference. I have actually read this article and found several interesting points in the findings (e.g., the correlation between texting and satisfaction with life). However, as you mentioned, participants were undergrads and gender difference was not a main variable in the hypotheses.
Much appreciate your help!
At the stage of primary education , we have analyzed the gender images of textbooks Physical Education ( in Spain ) and is still predominantly male gender against women ; so the message is transmitted from this type of curriculum material is discriminatory and unconsciously assimilate and accept this way our students .
Check this out:
The Relationship Between Text Message Volume and Formal Writing Performance
Among Upper Level High School Students and College Freshmen
http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1577&context=doctoral
Thank you so much Sheila. The dissertation examines the potential contribution of gender on undergrads' texting volume and writing performance on SAT. The study itself is very limited, in sample size and treatment. Additionally, justifying the correlation of current texting level and previous writing performance (during high school) is not too convincing (texting level may have increased or decreased since). However, the document does a good job reviewing the literature.
Again, much appreciate your contribution!
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